Modern British Values at The Gainsborough Academy
At the heart of The Gainsborough Academy is a firm set of values which ensure that students develop a strong sense of social and moral responsibility, and that are promoted via our pastoral structure and tutorial programme, the PSHE provision and extended curriculum we deliver to our students, and the opportunities we offer outside the curriculum.
We also take opportunities to promote the areas currently identified as British Values (individual liberty, democracy, the law, mutual respect and tolerance) within the curriculum and the wider ethos of the Academy. Specific learning opportunities devoted to student values and wellbeing enhance the weekly programme of tutorial activities and themes, assemblies, and PSHE lessons that ensure we prepare our students for life in a modern multicultural country.
Students have the opportunity to have their voices heard, and suggestions implemented, through representation on our student council. Our students have over the years contributed to the development of the academy in many ways.
The rule of law
The importance of laws and rules, whether those that govern teaching classes, or in the UK, are consistently reinforced throughout the school day through the implementation of the PD programme, as well as through tutorial time and school assemblies. Students are taught the value and reasons behind laws and rules, the responsibilities that this involves and the consequences when these are broken. Visits from authorities such as the Police, Ambulance, Prison, and Fire Service are regular parts of our calendar and help reinforce this message.
Within school, students are actively encouraged to make good choices, knowing that they are in a safe and supportive environment. Students are encouraged to know, understand and exercise their rights and personal freedoms and are advised how to exercise these safely, for example through ICT (e-safety), RE, and PSHE lessons.
Our ethos is centred around core values of honesty, consideration, care and respect. Students have been part of discussions and assemblies related to what these mean and how they can be demonstrated. We not only expect mutual respect between students, but also between adults working in the Academy and our students. Our staff training events often centre around behaviour management from a position of transactional analysis and restorative justice.
Tolerance of those of different faiths, beliefs, and orientation
This is achieved through enhancing students’ understanding of their place in a diverse society and by giving them opportunities to experience such diversity. Assemblies and discussions involving prejudices and prejudicial actions are followed and supported by similar themes in some curriculum areas (e.g. ICT, History, PSHE and RE) and in tutorial time. As a rural school with a low level of ethnic diversity, we are aware of the need to create opportunities for many of our students to experience other cultures and faiths directly, and run a number of foreign trips and visits.
British Values Within The Curriculum
English at all levels provides opportunities for discussions which focus on both democracy and the rule of law. Texts are chosen which allow students to explore the issue of rule of law and equally as well as issues around democracy. Students are introduced to a range of texts and types of writing. Across the key stages students are involved in debates and letter writing for persuasion, an example of this within the subject is electing a class president and letter writing to persuade/argue. Finally within KS4 students explore choices in terms of future education and careers.
All students are encouraged to achieve their maximum potential through Maths lessons and learn the importance of Maths in all aspects of life. Students of all abilities are encouraged to believe they are able to achieve and this builds confidence and self–‐esteem. Group work encourages students to work as part of a team and helps them understand how different people solve problems in various ways. This also promotes the British values of mutual respect and support for one another. Whilst investigating and applying Maths to a range of situations, tolerance and resilience are promoted as students are encouraged to persevere, take risks and try different methods. Students will learn that Mathematics comes from different cultures. They study Indian Rangoli patterns, Pythagoras and Fibonacci which all originate from different cultures. All students have the right to a safe and secure learning environment and teachers and students have the right to be treated with respect.
The music department at the Academy promotes British values through the breadth of its curriculum and exploiting the opportunities that arise to engage students in a dialogue about values.
The curriculum promotes tolerance and understanding of other cultures by incorporating music from many parts of the world (North America, South America, Africa and India as well as from other cultures closer to home in Europe and the United Kingdom).
Civil liberties are discussed as a context for Blues and Jazz music in KS3 and KS4 when recounting The history of the African slaves and their musical influences on the genre.
Freedom of expression is a regular feature in KS3 listening work as we distinguish between opinion and fact when discussing a different music and encourage students to support their differing opinions with factual references.
The discussions surrounding music from different cultures allow teachers to challenge the use Of stereotypical cultural references and discuss how it can lead to discriminatory and prejudicial behaviour with the students.
IT & Business
We incorporate democratic economies where citizens have the right to vote in or out elected governments. Also leadership which takes place in companies often uses democratic style of leadership where leaders/managers gather consensus of opinion in order to engage staff in what they are trying to achieve. This particular section is covered as part of BTEC business unit.
As part of the IT GCSE curriculum ‘living in the digital world’ pupils learn about operating online and within different countries and how words, phrases can offend be classed as inappropriate particularly in countries which don’t operate democratic systems of rule and the potential ICT laws this can impeach.
The rule of law.
Businesses operating within the confines of the law particularly around employment, health and safety and discrimination law. What the possible consequences are for those companies or individuals who are in breach of these laws.
Pupils will look and identify what it means to create products and services for either a business or for someone else and having the freedom to sell these products/services to markets all over the world. There may be cultural differences in which they need to be aware of in terms of how business in other countries is conducted. But pupils learn and understand the notion of businesses/individuals operating freely.
Mutual respect for and tolerance of those with different faiths and beliefs and for those without faith.
When businesses operate globally they need to operate within the confines of the law and know and understand that different countries will have different laws in which they will need to operate within. Need to understand how business is conducted within different cultures what is acceptable and what is not and how working within a global environment businesses need to be aware of any sanctions/restrictions and avoid any offences being committed to offend any potential customer, associated business, supplier or partner.
The Art curriculum delivers British values through having a sense of enjoyment and fascination in learning about the world around them and participating students actively in artistic and creative activities.
We promote tolerance through different people’s ideas, creative responses and understanding of different cultures and styles within art.
Students are encouraged to question and explore sensitive and controversial issues, whilst maintaining tolerance and respect for the views and beliefs of others.
Discussing and working in the style and using the techniques of a wide variety of artists and designers. British Art is promoted in all year groups
Extends beyond the classroom with visits and experiences to art galleries, parks and participating in events in their local community.
Pupils have the opportunity to work independently and as a team to build resilience and self–‐esteem through tasks, sharing ideas and resources, peer-assessment and encouraging students to support each other.
The MFL Department at The Gainsborough Academy actively promotes British Values (the key values of mutual respect, diversity and plurality) through the curriculum and our teaching methods. There is a strong emphasis on promoting cultural values and traditions of other countries and global citizenship. By gaining an appreciation of the countries where the language the students are studying are spoken, they are encourages to reflect on other cultures and ways of life and embrace the socio-cultural differences and contexts. This ensures that they remain open to the world around them and have a better grasp of the links and connections between countries and societies. This in turn emphasises the need for tolerance and justice and through their studies, our students come to value the rule of law and democratic systems that European countries and those further afield employ despite the varied customs, festivals and national characteristics that makes every society so unique.
Within the PE Curriculum students have the opportunity to develop their teamwork and resilience and must demonstrate a mutual respect to their peers. Students need to work with their peers in all aspects of PE and Sport and demonstrate good teamwork in order to succeed. This also means being gracious in defeat and showing sportsmanship and respect both on and off the pitch. Resilience and self–‐esteem are developed on a lesson by lesson basis, with the development of new skills only being enhanced by new experiences and learning to try again if at first students don’t succeed. Rule of law and democracy are essential in PE and Sport as everyone has to play by the rules. For LPA students this means being able to follow rules and laws in order to allow progress and flow within a sporting environment.
In Religious Studies we support democracy by exploring religious and state authority, laws and conflict.
We support the rule of law through the study of authority, crime and punishment and ethical issues.
We support individual liberty through discussions and sharing differing opinion regarding sensitive ethical issues.
We support tolerance by teaching religious studies and ethical issues.